O planejamento pedagógico em Educação Física e a implementação das diretrizes curriculares: um estudo de caso em uma escola estadual de Juiz de Fora – MG

Abstract

Physical Education (PE) is a mandatory component of the curriculum integrated into the school’s educational program, as established by the Law on Guidelines and Bases of National Education. Approved in 2017, the National Common Curricular Base (BNCC, in Portuguese) for Elementary and Middle Education establishes guidelines that support the development of curricula within each educational system. In Minas Gerais, aligned with the BNCC, the Minas Gerais Reference Curriculum (CRMG, in Portuguese) guides schools and teachers in both the development of the Political Pedagogical Project (PPP) and the development of their lesson plans. Thus, considering that pedagogical planning is an instrument for affirming PE within the school context, the guiding question arises: How do the curricular guidelines proposed by the reference documents direct the pedagogical planning of PE teachers? However, given the context of the school under investigation, referred to by the fictitious name E. E. Nuvem Rosa, challenges are identified that may affect the development of PE teachers’ pedagogical plannings. Therefore, the general objective of this study is to understand how PE teachers at E. E. Nuvem Rosa are incorporating the curricular guidelines established by the BNCC and the CRMG into their plans and to propose actions aimed at strengthening PE curriculum management. The specific objectives are: a) to identify the aspects of E. E. Nuvem Rosa that influence PE teachers’ planning, highlighting their school environments, challenges faced, opportunities developed, as well as to present the topics addressed by the school’s different PE teachers; b) to discuss how the curricular guidelines of the BNCC and the CRMG are implemented in the development of teachers’ planning in the investigated school, fostering critical reflection on the perspective under analysis; and c) to propose actions in the Educational Action Plan (PAE, in Portuguese) that help to strengthen the PE curriculum content and their pedagogical planning within the context of E. E. Nuvem Rosa. This study is justified by the need to understand whether PE planning in the investigated school is based on the guidelines established by the official curricular documents and, subsequently, to contribute alternatives and strategies that may improve the development and management of such plannings. Methodologically, this research is characterized as a management case study with a qualitative approach. Data collection was conducted in different stages: first, documentary analysis of the BNCC, the CRMG, and the school’s PPP; second, a literature review on pedagogical planning and school management, based on authors such as Libâneo (1990), Vasconcellos (2014), Lück (2000, 2009), and Libâneo, Oliveira, and Toschi (2012); and third, semi-structured interviews with PE teachers and school administrators. Furthermore, data analysis was guided by Laurence Bardin’s (2011) content analysis framework, through which the main research findings were identified. Based on these findings, the PAE was developed, whose function is to enhance the reality of a specific professional environment. The PAE was structured around four actions: alignment meetings involving school administrators, PE teachers, and other teachers; continuing professional development for administrators and PE teachers; the (re)construction of PE guidelines within the school’s PPP; and the creation of the “PE Pedagogical Collection”. These actions aim to enrich the pedagogical practices of the institution under study, thereby strengthening PE curriculum management.